EDUCATION FOR SUSTAINABLE DEVELOPMENT: PRELIMINARY RESULTS

10.12737/953 ◽  
2013 ◽  
Vol 1 (4) ◽  
pp. 3-8
Author(s):  
Ермаков ◽  
Dmitriy Ermakov
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Russian Federation ◽  
Education For Sustainable Development ◽  
Universal Model ◽  
European Economic ◽  
Preliminary Results ◽  
Ecological Characteristics ◽  
Economic Commission ◽  
The Russian Federation

The decade of Education for Sustainable Development (ESD), which has been declared by United Nations, is ending in 2014. That is while the preliminary results should be summarized, and this area’s prospects should be defined. In this paper the essence of ESD, in which several trends (adaptation, formalization, modernization, reformation and transformation) are emphasized from viewpoint of their content has been considered. The ESD’s main psychopedagogical and socio-ecological characteristics have been generalized. It has been demonstrated that there is no the ESD’s universal model. The results of Russian initiatives’ monitoring in the ESD area on all levels of education (from pre-school till postgraduate) have been presented. According to poll of experts the assessment of degree of implementation related to Strategy of the United Nations’ European Economic Commission for ESD has been given. The pedagogical potential of ESD has been revealed as well as diffi culties related to ESD establishing in the Russian Federation.

United Nations: Redefining Goals

2016 ◽  
Vol 60 (5) ◽  
pp. 30-39
Author(s):  
S. Bobylev ◽  
S. Solovyeva
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Developing Countries ◽  
United Nations ◽  
Russian Federation ◽  
Sustainable Development Goals ◽  
Global Partnership ◽  
The World ◽  
Development Goals ◽  
The Russian Federation

One of the main UN Summit 2015 outcomes is the adoption of global Sustainable Development Goals (SDGs) built on achievements of the Millennium Development Goals (MDGs) to guide the path of sustainable development in the world after 2015. World leaders gathered at the United Nations to take responsibility for the implementation of 17 Sustainable Development Goals – a truly universal and transformative global development agenda. The article analyzes main common features and distinctions of SDGs and MDGs. It addresses priorities for the 2030 Agenda on Sustainable Development and primary SDG targets. The SDGs are intended to go beyond the MDGs and apply in general terms to all countries, including developed states, emerging economies and developing countries. At the same time, examining the main achievements of MDGs on national and international levels, the authors stress their importance. SDGs provide a framework for every country to create focused and effective implementation strategies and plans within its own domestic context. The article demonstrates the importance for Russian Federation under its UN obligations to elaborate two documents: Sustainable Development Strategy of the Russian Federation and the 2030 SDGs adapted to national priorities. The authors develop main principles of SDGs adaptation to national priorities, conditionally dividing them into two groups: "internal" (combating poverty, education, health, sustainable production and consumption) – Russia has to realize them drawing on its own potential, and "external" (combating climate change, enhancing a global partnership for sustainable development) – Russia can play an important role in the world coordinating with other countries. The article, while demonstrating the importance of climate change issues for Russia after weather and climatic anomalies caused huge social, economic and ecological damages, discusses possible economic tools, such as carbon taxes, introducing the price of carbon, Stock Exchange for carbon trading. The article investigates two large components of global partnership support in international policy of the Russian Federation: financing the assistance to the international development, and forgiveness of considerable debts to developing countries. Acknowledgements. The article was prepared within the Russian Scientific Foundation Project No. 15-17-30009.

Sustainable Development Goals and Environmental Education (to the 50th Anniversary of the Scientific Council on Environmental Education of the Russian Academy of Education)

2020 ◽  
Vol 15 (4) ◽  
pp. 26-35
Author(s):  
Zakhlebny Anatoly N. ◽  
◽  
Ermakov Dmitry S. ◽  
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Russian Federation ◽  
Sustainable Development Goals ◽  
50Th Anniversary ◽  
National Development ◽  
Education For Sustainable Development ◽  
Federal State ◽  
Development Goals ◽  
The Russian Federation

The National Development Goals of the Russian Federation for the period up to 2030, defined by the decree of the President (2020), corresponding to the Sustainable Development Goals (SDG), which were adopted by the United Nations General Assembly in 2015. The Russian Federation conducts systematic work to implement SDG, including Goal 4, “Quality education”. The article presents a brief outline of the history of the created in 1970 Scientific Council on environmental education of the Russian Academy of Education (previously it was called Problem Council on informal environmental education of the Academy of Pedagogical Sciences of the USSR), the main directions of its activities and contribution to the SDG through the development of scientific and methodological support of environmental education (in contemporary wording, of the environmental education for sustainable development). With the participation of members of the Scientific Council, federal and regional textbooks on sustainable development for secondary and higher schools were published, and several monographs and dissertations were prepared. Issues of environmental protection and sustainable development are included in federal state educational standards. The Concept of general environmental education for sustainable development is prepared. The Interregional network partnership “Learning to live sustainably in a global world” is functioning. Currently, designing of the national set of SDG 4 indicators, and, particularly, an indicator 4.7.1 related to training in sustainable development and sustainable lifestyles, is on the way.

scholarly journals Sustainable School Indicators: Approaching the Vision Through the Sustainable School Award

2012 ◽  
Vol 14 (2) ◽  
pp. 168-180 ◽  
Author(s):  
Dimitrios Kalaitzidis
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Implementation Strategy ◽  
Education For Sustainable Development ◽  
Theory And Practice ◽  
First Year ◽  
School Life ◽  
United Nations Economic Commission ◽  
Economic Commission

Abstract The Sustainable School Award is a project for schools that aims to integrate a sustainability perspective into all aspects of school life through sustainable school indicators. It complies with the implementation strategy of the International Plan of Action of the Decade for Education for Sustainable Development (2005-2014) and the Strategy of United Nations Economic Commission for Europe (UNECE). In this paper, we present the vision of a sustainable school and an attempt to connect theory and practice of education for sustainable development in order to approach this vision. A brief report on the first year of the implementation of the project in Greece is also presented.

scholarly journals METHODOLOGICAL AND PSYCHOLOGICAL ASPECTS OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN RUSSIA WITH REGARD TO INTERNATIONAL COOPERATION

2017 ◽  
Vol 1 ◽  
pp. 165
Author(s):  
Natalya Kuzhanova ◽  
Tatyana Klets
Keyword(s):  
Sustainable Development ◽  
International Cooperation ◽  
Informal Education ◽  
Education For Sustainable Development ◽  
Psychological Aspects ◽  
International Level ◽  
Ecological Consciousness ◽  
European Economic ◽  
Economic Commission ◽  
Global Transition

In 2004 the European Economic Commission developed the Strategy of Education for Sustainable Development (ESD). The aim of the strategy is the promotion of education for sustainable development and its inclusion in the system of formal and informal education. The authors propose the measures for the acceleration of ESD distribution at the international level because international cooperation in education can be considered as a contribution of countries to the implementation of global transition to sustainable development. The authors’ concept of the phenomenon of ecological consciousness and the conditions of its formation are considered. The main problems of ESD efficiency are defined and criteria for its evaluation are offered. Integral features of the personality as an indispensable component of ESD are described.

Preliminary results of the epidemic season 2015–2016. Influenza and SARS in the Russian Federation

2016 ◽  
Vol 18 (3) ◽  
pp. 8-11 ◽  
Author(s):  
A.Yu. Popova ◽  
◽  
E.B. Ezhlova ◽  
A.A. Melnikova ◽  
N.V. Frolova ◽  
...  
Keyword(s):  
Russian Federation ◽  
Epidemic Season ◽  
Preliminary Results ◽  
The Russian Federation

Education for Sustainable Development

2020 ◽  
Vol 21 (4) ◽  
pp. 1-3
Author(s):  
Meghna Tare
Keyword(s):  
Sustainable Development ◽  
South Carolina ◽  
United Nations ◽  
Informal Education ◽  
Local Level ◽  
The United States ◽  
Education For Sustainable Development ◽  
Sustainable Solutions ◽  
The United Nations ◽  
Multi Stakeholder

In 2003, in response to the United Nations (UN) Decade of Education for Sustainable Development, the United Nations University (UNU) Institute for the Advanced Study of Sustainability launched a global multi-stakeholder network of Regional Centers of Expertise (RCEs) on education for sustainable development (ESD). RCEs facilitate multi-sector collaboration and utilize formal, non-formal, and informal education to address sustainable development challenges in local and regional communities. In essence, RCEs are a tool for transformation to a more sustainable society, combining education and action for sustainable development. As we enter the new "ESD for 2030" decade, RCEs will continue to construct platforms for cross-sectoral dialogue between regional stakeholders and actors to promote and strengthen ESD at the local level. RCEs have committed to helping advance the five priority areas of action established in the Global Action Program on ESD and the new UN decade "ESD for 2030": advancing policy by mainstreaming ESD, transforming learning and training environments using whole-institution approaches, building capacities of educators and trainers, empowering and mobilizing youth, and accelerating sustainable solutions at the local level. RCEs are uniquely positioned to serve as shepherds in the realization of the new "ESD for 2030" decade. As of January 2019, 174 RCEs have officially been acknowledged by UNU worldwide, with eight RCEs in the United States: Georgetown, South Carolina; Grand Rapids, Michigan; Greater Atlanta, Georgia; Greater Burlington, Vermont; Greater Portland, Oregon; North Texas, Texas; Salisbury, Maryland; and Shenandoah Valley, Virginia. RCEs serve an essential role in the achievement of "ESD for 2030" goals by translating global objectives into the local contexts of our communities.

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